Lancaster Academy

Highlights from Latest Inspection

What is it like to attend this school?

Lancaster Academy is a welcoming, inclusive school.

The school embraces the diversity of its pupils. Many pupils join at different points of the school year and are new to this country. Some have experienced significant challenges prior to arriving at this school.

Whenever they join, each new pupil gets the help they need to settle in swiftly. Pupils from different backgrounds and cultures, and with a range of talents and needs, form a harmonious community. Pupils treat each other respectfully.

The mutually respectful relationships between staff and pupils are evident in this caring school.

The school has high expectations for pupils, and of how pupi...ls should behave. There are clear and consistent routines for each part of the school day, which help pupils to know what the school expects.

Pupils are happy at this school. They learn that bullying is not acceptable, and it is rare. Pupils have confidence that any incidents of bullying will be dealt with effectively.

Pupils have trust in their teachers. They are happy to talk to them about any worries that they might have. As a result, pupils feel safe and are safe.

The school makes sure that pupils are taught wider life skills. For example, there are workshops in place to help the boys grow into responsible and kind young men.

The 'READY' values are alive in this school.

Pupils are very proud of their diverse community. They celebrate each other's faiths and cultures. For example, they enjoy 'Cultural Days', wearing their cultural dress and learning about different cultures.

What does the school do well and what does it need to do better?

This school is ambitious for all pupils. Leaders ensure that all pupils study a wide range of appropriate subjects and take qualifications that prepare them for their next steps in education. The well-designed and well-delivered curriculum is helping pupils throughout the school to make progress.

Teachers have secure subject knowledge. Lessons follow consistent routines. Staff assess pupils' work regularly.

However, the curriculum is not yet implemented as effectively as it could be in some subjects. Sometimes, teachers move on too quickly. This means any gaps or misconceptions in pupils' knowledge and understanding are not always addressed.

The school acknowledges that many pupils and their families face wider challenges in everyday life. The school creates a culture of aspiration and shared success, for example through 'ambassador awards'. Pupils are proud of their achievements.

The school experiences high pupil mobility. Staff pay close attention to removing any barriers to success that pupils may experience. For example, pupils who are at the earliest stages of learning English learn the curriculum through the 'Education and Employability' pathway.

This offers pupils a highly supportive environment. Their learning and pastoral needs are carefully assessed. The 'Transition Hub' is providing valuable support for pupils who find it difficult to succeed in the main school.

The curriculum is skilfully adapted to meet these pupils' needs. Pupils are guided to study the qualifications that will enable them to successfully take their next steps. In taking this individualised approach, some pupils take fewer qualifications than their peers.

This, combined with the high mobility of pupils, impacts on the school's published outcomes.

The school identifies accurately the needs of pupils with special educational needs and/or disabilities (SEND). Staff receive training to identify pupils' SEND needs and any barriers to learning.

This means that pupils with SEND get the support they need to learn well.

The school has prioritised reading. For example, staff use phonics programmes appropriately to teach pupils to decode words.

This helps pupils to improve their reading and to access the rest of the curriculum. The school has carefully chosen engaging texts to read with pupils to foster their love of reading. As a result, pupils enjoy reading.

The school encourages and supports pupils to attend school regularly. Staff work well together to help those pupils who are frequently absent from school. However, some pupils still do not attend school as often as they should.

This means they miss essential learning and the wider opportunities this school provides.

The school has a well-planned personal development and careers curriculum. This broadens and enriches pupils' experiences and develops their employability skills.

Staff teach pupils about healthy relationships at an age-appropriate level. Pupils understand relevant issues, such as knife crime and county lines. They participate in a wide range of extra-curricular opportunities, such as fencing, dodge ball, drama club, and coding club.

Pupils take on leadership and ambassador roles in school.

Leaders at all levels have improved the school since the previous inspection. Trustees and governors have a strong commitment to the school.

They and school leaders have an aligned vision for ongoing improvement.

Staff are happy and proud to work at this school, and they feel well supported. They are confident that leaders consider their workload with care.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not yet implemented as effectively as it could be in a few subjects. Occasionally, teachers move on too quickly and teaching activities do not help pupils gain the planned knowledge and skills as well as they could.

Consequently, any gaps or misconceptions in pupils' knowledge and understanding are not always addressed, and some pupils are unable to apply what they have learned accurately and independently. The school should continue to develop teachers' pedagogical skills so that all pupils embed knowledge securely and can apply it fluently, leading to improved outcomes. ? Some pupils do not attend school regularly enough, particularly those pupils with SEND or those who are disadvantaged.

Therefore, these pupils miss out on accessing the curriculum, including some essential learning. This hinders their progress through subject curriculums. The school should ensure that strategies to reduce absence can be sustained over a long enough period to change the culture of attendance for pupils.

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